Undergraduate nursing students’ belongingness in clinical learning environments: Constructivist grounded theory

Abstract

Background: Experiential learning within clinical practice settings is a substantial component of undergraduate nursing education. This study described baccalaureate nursing students' perception of how their belongingness evolves in clinical learning environments through partnerships with their clinical educator and unit-based nurses. Methods: The design of this study was constructivist grounded theory. The setting was a single four year baccalaureate nursing program located in Ontario, Canada. Eighteen students enrolled in third or fourth year of the program participated in a total of 22 semi-structured one-to-one interviews. Comparative methods were used to analyze the data. Results: The students' described positioning for belongingness, persevering for belongingness, and ultimately, entering into belongingness. Belongingness was depicted as gaining entry into the nursing "atmosphere", a privileged space unique to each clinical placement. In this space, students were granted access to rich learning and socialization opportunities in alliance with the unit-based nurses. For students unable to secure belongingness, learning within the clinical setting occurred as outsiders, exterior to the nursing atmosphere. Conclusion: Students described belongingness as possible when their demonstrated competencies were validated by others who had the capacity to optimize their professional socialization and development within the clinical setting.

Nursing students' belongingness and workplace satisfaction: Quantitative findings of a mixed methods study

“…Satisfied connection was found to support students' learning (Schoonbeek and Henderson, 2011). Indeed, final year undergraduate nursing students in Kern et al (2014) study reported feeling a sense of belonging when they demonstrated competency while on clinical placement. Findings from the present study may have resulted from students not having enough time on their allocated clinical placement areas to develop this type of connection.…”

Seeing Students Squirm: Nursing Students' Experiences of Bullying Behaviors During Clinical Rotations

“…Of the 144 student responses, nearly 20% were primarily concerned about “not being welcome” on the unit and perhaps being the target of bullying (Levett-Jones et al, 2015). Similarly, Kern et al (2014) found in their qualitative research that nursing students felt unwanted by unit nurses which in turn prevented them from achieving a sense of belonging in the clinical setting. In another study of 2 nd and 3 rd year nursing students in Australia, researchers found students perceived a hierarchical environment where nursing students were treated poorly by the clinical nurse staff created a hostile learning environment (Curtis et al, 2007).…”

“…Understanding these aspects may provide important information from which interventions can be developed. Beliefs about bullying encountered in the clinical setting include a view that bullying is unavoidable and something to be dealt with (Curtis, Bowen, & Reid, 2007) or occurs because students are “not wanted” or do not belong in the clinical unit (Thomas & Burk, 2009; Kern et al, 2014). Researchers indicated that nursing students respond to bullying by feeling disrespected, not valued, and powerless (Curtis et al, 2007).…”

“…Those at particular risk include individuals with limited authority and experience such as nursing students (Clarke, Kane, Rajacich, & Lafreniere, 2012; Hakojarvi, Salminen, & Suhonen, 2014; Kern, Montgomery, Mossey, & Bailey, 2014). Nursing students may encounter bullying behaviors while in the classroom as well as in the clinical area.…”

The Effectiveness of Group Counseling with Emphasis on Communication Skills on Midwifery Students’ Sense of Belonging in Clinical Settings

“…It is obvious that sense of belonging leads to enthusiastic concentration on learning for better comprehension as well as to high quality communication with staffs and perception of their supports (14). Students unable to secure belonging learn in clinical settings as outsiders, unfamiliar with the nursing environment (15).…”